Despite influential findings regarding early reading development and prevention approaches for students with reading disabilities, many students with reading disabilities demonstrate inadequate reading comprehension in the middle grades, affecting learning which bodes unfavorably for post secondary outcomes. Project 3 is designed to address 3 aims that build on the findings from the previous 5 years of research (Vaughn &Fletcher, in press) with struggling readers in grades 6- 8, capitalizing on research from Projects 1 and 2 in the proposed studies, and providing samples for Project 4.
Aim 1 determines the efficacy of reading comprehension interventions comparing outcomes of 4th graders with reading difficulties randomly assigning students (n=420) to typical classroom reading instruction or to one of two replacement interventions (Language/Knowledge or Skills/Strategies). Students will be treated for 2 years and then followed for one (through sixth grade).
Aim 2 extends the first intervention study by building on the experimental studies conducted during years 1 and 2 by Project 2 (Executive Functioning), and conducting a second RCT with a nonoverlapping sample of 4th graders with reading difficulties assigned to one of two treatment conditions, hybrid from Year 1 or hybrid from Year 1 with executive functioning practices. Like students in the 1st study, these students will also be treated for two years (grades 4 and 5) and then followed through grade 6.
Aim 3 determines student characteristics and contextual factors associated with response to intervention as a means of informing treatment decisions, and to determine the extent to which response to intervention can be predicted initially and longitudinally from students'characteristics (e.g., memory, motivation) and contextual factors (e.g., teachers'knowledge, school effectiveness ratings, neighborhoods access to literacy). Students will be assessed on efficacy impact measures including word reading, fluency, reading and listening comprehension, spelling, written expression, oral language and vocabulary. Students will also be assessed on student characteristics (e.g., working memory) and behavioral measures (e.g., self-regulation) as well as measures related to teacher and school context (e.g., classroom climate).

Public Health Relevance

Project 3 is relevant because of its focus on reading comprehension, self regulation/executive functions, and children in the upper elementary school who are struggling with reading. It represents translational research that immediately informs the practice community by identifying instructional practices and approaches associated with improved outcomes in reading comprehension as well as the extent to which malleable cognitive processes influence comprehension related outcomes, focusing on children who are difficult to

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD052117-07
Application #
8383446
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2012-12-01
Budget End
2013-11-30
Support Year
7
Fiscal Year
2013
Total Cost
$457,916
Indirect Cost
$80,853
Name
University of Houston
Department
Type
DUNS #
036837920
City
Houston
State
TX
Country
United States
Zip Code
77204
Miciak, Jeremy; Taylor, W Pat; Denton, Carolyn A et al. (2015) The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework. Sch Psychol Q 30:321-34
Roberts, Greg; Rane, Shruti; Fall, Anna-Mária et al. (2015) The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students. J Clin Child Adolesc Psychol 44:942-53
Sideridis, Georgios; Simos, Panagiotis; Papanicolaou, Andrew et al. (2014) Using Structural Equation Modeling to Assess Functional Connectivity in the Brain: Power and Sample Size Considerations. Educ Psychol Meas 74:733-758
Simos, Panagiotis G; Rezaie, Roozbeh; Papanicolaou, Andrew C et al. (2014) Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study. Front Hum Neurosci 7:932
Miller, Brett; Vaughn, Sharon; Freund, Lisa (2014) Learning Disabilities Research Studies: Findings from NICHD funded Projects. J Res Educ Eff 7:225-231
Miciak, Jeremy; Fletcher, Jack M; Stuebing, Karla K et al. (2014) Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. Sch Psychol Q 29:21-37
Vaughn, Michael G; Salas-Wright, Christopher P; Maynard, Brandy R (2014) Dropping out of school and chronic disease in the United States. Z Gesundh Wiss 22:265-270
Fletcher, Jack M; Stuebing, Karla K; Barth, Amy E et al. (2014) AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATION. Top Lang Disord 34:74-89
Solis, Michael; Miciak, Jeremy; Vaughn, Sharon et al. (2014) Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension. Learn Disabil Q 37:218-229
Vaughn, Sharon; Wanzek, Jeanne (2014) Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts. Learn Disabil Res Pract 29:46-53

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